Teacher's Perception of the Effectiveness of Behavior Intervention Strategies for At-Risk Elementary Students: A Case Study

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TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION1

Background of the study1

Problem Statement2

Purpose of the Study3

Research Questions4

Theoretical Framework5

Definition of Terms5

CHAPTER 2: LITERATURE REVIEW6

Introduction6

Response to Intervention6

Positive Behavior Intervention Support6

Students At-Risk for Severe Problem Behavior7

CHAPTER 3: METHODOLOGY8

Research design8

Case study approach8

Survey method8

Participants8

REFERENCES9

CHAPTER 1: INTRODUCTION

Background of the study

Since the former, President George W. Bush and his administrative team authorized the No Child Left behind Act (NCLB); US educational institution has become altered and modified (Bandura 2001).

According to the researcher Bohanon Minnis (2006), the teachers must look into the students' self-beliefs regarding their educational capabilities because this thing help motivating, self-regulating as well as can attains academic achievement. In US, there are numerous schools, which have instituted a school wide positive behavior support (SWPBS) system. This system sometimes considered as the positive behaviour intervention support (PBIS). School wide positive behavior support system is the multisystem as well as the practical approach for achieving learning and social goals while decreasing the disruptive behaviour in the classroom. Although SWPBS is now seen implemented in schools for all students, it actually has beginnings exclusively with special education.

In order to assist in fostering better behaviour, schools in US are now implementing the SWPBS in order to develop school wide systematic strategies that teach and reinforce prosocial decision making in all students (Cotton 2004). The information that the researchers and teachers discover about the beliefs that students have about themselves should provide information that will better regulate educational procedures, assumptions, and guidelines. For example, a study was conducted to evaluate the Respect program, which was geared towards helping students maintain good behavior and exercise good grades. The study was conducted in Norway using three lower level schools (grades 5-7) and only one upper level setting (grades 8-10) with using information retrieved from both teachers and students. The results of the study reveal that students who receive school wide behavioral intervention strategies perform better than when interventions are only gauged towards a selected pupil group; the research purports the positive school wide method is highly effective and should continue to be implemented (Connolly Tobias 1995 ).

This research study will focus on the Teacher's Perception of the Effectiveness of Behavior Intervention Strategies for At-Risk Elementary Students in US.

Problem Statement

The PBIS systems need to be reviewed in some manner to determine their credibility; if they are not, this lack of evaluation creates disconnects that could negatively affect students (Cook, et al., 2007). This study called for school leaders to evaluate their school's (PBIS) by gauging teachers' perceptions of positive behavior intervention support systems (PBIS).

Some times in schools, the school leaders implement that positive behavior intervention support (PBIS) for the students that they think is effective. The drawback is that these school leaders implement PBIS without assessing the behavioral effects, social and academic intervention strategies' effectiveness. There is a need to review the PBIS systems in order to determine its creditability; if they are not, this lack of evaluation creates ...